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Suggestive Outline in Woodwork and Drawing 
For Grades and High School 



ALSO 



A Preliminary Statement Regarding Work 
in Metal and Cement 



Prepared by 

J. M. DORRANS 

state Supervisor of Manual Training: 



Issued by 

C. p. Gary 

State Superintendent 



Madison, Wisconsin 
1917 



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0. ot e. 



MANUAL TRAINING AND INDUSTRIAL 
EDUCATION 



SUGGESTIVE OUTLINE FOR WOODWORK AND 
DRAWING 

In order that manual training and industrial work may be 
most fruitful of results, it is absolutely necessary that the de- 
velopmental and broadening side of the work receive as much 
attention as the actual performance by the hands. The knowl- 
edge of how to distinguish a particular kind of wood or metal, 
its characteristics and properties is quite as valuable and de- 
velopmental to a student as the accomplishment of making 
some object with his hands. Hand work without thinking and 
planning is deadening in its effects. A visit to a factory, build- 
ing yard, foundry, or lumber mill under the careful guidance 
of the instructor will give the student an insight into the indus- 
trial world that will be of great profit to him. A report of such 
visits may be written up for the English, work. 

Community Work 

In the past, manual training has had a tendency to encourage 
pupils to become selfish and to think of their own interests 
rather than the common interests of the school and the com- 
munity. Pupils should be trained and encouraged to become 
as interested in doing work for the school or public good as 
though it were for themselves. This is a step in the direction of 
true citizenship. 

Free-hand drawing on coordinate paper might Avell receive 
more attention in the grades and high school work. It should 
be correlated with the shop work whenever practicable. Time 
should be taken in the seventh and eighth grades to sketch the 
projects that are under construction by the class. 



^ /^-5f^ 



— 4 — 

New Ideas and Inventions 

Discuss any new idea or invention with the class that is re- 
lated to the shop or industries. Make such points as where the 
invention will be most helpful, how will it affect the people as 
a whole, what effect, if any, it will have in our daily life. 

Bulletin Board 

Have a bulletin board for cuttings on interesting subjects, 
and encourage the boys in the class to bring these cuttings. For 
example, many interesting cuttiags may be taken from The 
Popular Mechanics Magazine or from The World's Work. 

Notebooks 

It is a good plan for the teacher to keep a good loose leaf 
notebook with short notes on his subjects, and to add to them 
when opportunity offers. If the notebook is of such a size that 
it can be carried conveniently in the pocket, more helpful ma- 
terial will find its way into it than if it were one of a large and 
bulky nature. The pupils should also keep notebooks. 

Demonstrations 

The teacher is usually able to demonstrate enough in fifteen 
or twenty minutes to keep the class busy for the remainder of 
the period. A schedule of demonstrations and lectures should 
be worked out by the teacher for the entire year. 

Charts and Drawings 

Charts may be made by the high school boys for grade work. 
They save the time of the teacher in placing the drawings on 
the blackboard. 

Accuracy 

The question of how accurate the work should be done must 
rest with the teacher. He must study the individual pupil 
and be satisfied that the work of each boy is the best he is able 
to accomplish at that particular stage of the work. 

Rural and eity districts may demand different problems. 



Card Systems 

Schools that have printing presses may print coupon books 
for the Manual Arts Department. When lumber is obtained 
from the rack by members of the class, a coupon for the amount 
is torn from the book and filed with the teacher. A card show- 
ing the itemized and total cost of the project should be worked 
out by each pupil before starting the construction. 

Problems Arranged by Groups 

This outline of woodwork has been planned with the object, 
of setting out the problems in cycles or groups. That is, after 
the fii*st or second problem has been made, the members of the 
class may have a choice of one of a number of possible problems. 
This method or plan allows the teacher to suggest to a boy a 
problem that will be adapted to his ability and at the same time 
command his interest. This does not necessarily mean the mak- 
ing of some large problem, but rather one that calls for the 
maximum amount of judgment of the boy. The arrangement 
of groups also permits the presentation of the important opera- 
tions by means of a demonstration, thereby relieving the teacher 
of the necessity for simply repeating instructions throughout 
the period. 

Models 

When possible, it is a good plan to have models made to rep- 
resent the various groups of projects. (High school boys may 
help in this work.) A boy may not be interested by being told 
the name of some project he may make, nor yet by seeing the 
drawing, but may be very much interested when he sees a 
model of the completed problem. 

Demonstration and Topics 

An arrangement of a platform and seats with a demonstra- 
tion bench where the class meets at the beginning of each period 
for the demonstration is urged. This platform may be in the 
manual training room, if there is sufficient space, or in a room 
adjoining. The demonstration should not be long, preferably 
not over fifteen minutes. A short review of the work of the 



last period should be taken up and then the demonstration pro- 
ceeded with. 

The teacher should endeavor to have some interesting topic 
on the work to present to the class in the event of no demon- 
stration. A short talk on the woods that are being used in the 
work shop, where grown, characteristics, local price per foot, 
and common uses could be given. 



CEMENT WORK 

The development of cement work in schools offering manual training 
is recommended. This may be given in the eighth grade or the first 
year of high school. It will be found especially valuable and makes a 
good correlation with carpentry and agriculture in schools offering 
agricultural courses in the grades or high school. 

Many projects in cement can be worked out for the school or 
community. Such work as foundations for playground apparatus, 
sidewalks, and floors, offer good elementary community problems. 
Feed troughs, silo foundations, flower boxes, pedestals, fence posts, 
lawn seats, and milkhouses can also be worked out. 

Old forms can be worked over again and in this way the expense 
for stock kept down to the minimum. 

Carpentry 

Cement work suggests a good correlation with that type of carpentry 
work which is suitable for schools. The building of a barn, garage, 
or plain cut house would form an excellent project in correlation ot 
the carpentry and cement work. 

A detailed outline of cement and carpentry work will be worked 
out as soon as possible. 



METAL WORK 

The development of metal work in our schools is urged. It is gen- 
erally true that we devote too much time to woodwork at the expense 
of a more valuable and broader development that would accrue from 
working with metal in addition to working with wood. This additional 
experience would also be of value in assisting the pupil to choose a 
vocation. 

The following outline for the development of metal work will come 
within the reach of the smaller high schools, and in the larger cities, 
part of it may be introduced in the grades. 

Electrical wiring could be introduced in the seventh or eighth grade. 
The course should be outlined to give from about three to five months 



— 7 — 

to the subject. It could be correlated with elementary science in the 
junior high school. Forge work, sheet metal work, light plumbing, 
could find a place in the eighth and ninth grades. In many schools 
the logical place for this phase of the work would be in the ninth 
grade because of the larger number of nonresident pupils that come 
to the high school in the ninth grade. Gas engine and automobile op- 
eration and mechanism could be placed in the sophomore year. In 
schools offering a four-year course in manual arts, machine shop, pat- 
ternmaking, and foundry work could be given in the junior year, and 
the senior year could be one of special study in some one or two courses. 
A detailed outline of metal work will be worked out by this depart- 
ment and furnished to schools as soon as possible. 

Suggested Minimum Manual Training Equipment for High 
School, 16 Boys. 

Individual bench equipment for 16 pupils 

16 skeleton benches with rapid acting vise 

16 jack planes 

16 sloyd knives 2i^" blade 

12 squares 6" x J12 

4 squares combination hardened blade 9" without center head 
(it is worth while to have all of the squares of this type) 

12 12" back saws 

8 screw drivers 5" blade 

16 marking gages 

16 1' chisels bevel edge cabinet or pocket type 

16 2 fold 2 ft. rules #18 

16 dusters, bench 

General equipment 

2 pr. 6" wing dividers 

2 smooth planes (9"x2" cutters) 

3 block planes 

2 India oil stones fine 6"xl%"x%'' in wooden box 

4 nail sets assorted 

2 dowel auger bits I/2" 
2 dowel auger bits. %" 
1 dowel auger bits %" 

1 set wood twist bits 

2 spokeshaves new style adjustable cutter 
2 patternmakers' spokeshaves 2" cutter 

1 round blade screw driving bit 5/16" 

2 keyhole saws — one 10" — one 12" 
y ratchet braces 

3 round hickory mallets 
1 Rose countersink %" 

1 pr. combination plyers 

4 crosscut saws 20" 10 points 
4 ripsaws 20" 8 points 

1 steel carpenter's square blued (rafter, brace, Essex board 
measure) 

1 each %", %", 1/2", %". 1" auger bits 

2 auger bit files 

1 1/4 pt. oiler 

2 %" chisels bevel edge cabinet or pocket type 



— 8 — 

4 y-i," chisels bevel edge cabinet or pocket type 
4 %" chisels bevel edge cabinet or pocket type 
3 1/4" chisels bevel edge cabinet or pocket type 
2 %" chisels bevel edge cabinet or pocket type 
6 10 oz. hammers 

% doz. Jorgensen hand screws open 8" 

% doz. cabinet clamps 24" 

Further information on tools and equipment may be had by apply- 
ing to the State Department of Public Instruction. 



WOODWORK 

(This work should be commenced as early as the 7th grade.) 
Group 1. Measuring and Nailing. 

Tools: Rule, pencil, square, saw, hammer. 
Operations: Measuring, squaring, sawing, assembling. 
Demonstration: Have full size chart or blackboard drawing 
and completed problem. 

Explain relation of the project to the drawing by placing the 
completed project in proper position on the chart. State for what 
purpose the problem is designed, and the kind of wood it is made 
of. Name each tool as used. Emphasize proper method of using 
it. Review main points of demonstration. Length of demonstra- 
tion, preferably not over fifteen minutes. Material for first problem 
supplied S 4 S. "Complete or partly complete problem as required. 
Make summary of essential points. Stock should be in long lengths. 

Material: Basswood: Pine: Development topics: 

prepared S 4 S. Rules: 

Points to emphasize: Metric system 

Accurate measurments English system 

Method of holding square Advantages and disadvantages 

Method of holding hammer Graduations 

Light cut when starting saw Pencil: 

Suggested problems: How made 

Plant stand Best kind of wood 

Waste basket Substitutes for wood 

Clothes drier Graphite, where and how mined 

Crate Colored pencils 

Pencil sharpeners 

Sketch: Make a sketch of the project from the chart or drawing on 
blackboard. 

Finish: Natural or asphaltum (thin down with turpentine, ap- 
plied and rubbed off. Or naphtha and add a little boiled linseed oil.) 

Charts and blue prints on saws and saw filing may be had free from 
Henry Disston & Sons, Philadelphia, Pa., and Simonds Company, 
Fitchburg, Massachusetts. 
Group 2. Heavier sawing and nailing. 

New tools: Crosscut saw, ripsaw, nail set, plane. 



Suggested problems: Flower box, germination box, ash sifter, or 
screen, sand or cement measure for measuring a half or cubic 
foot of sand or cement. 

Operations: Sawing with crosscut saw, nailing and assembling, 
setting nails. 

Note: Sides prepared in long strips — S 4 S; material for bot- 
tom may be in board lengths; bottom left wide and ripped to 
size. 

Design: General statement; what factors decide the shape and 
size of project. 

Kind of material: Pine, cypress, or other suitable material. 

Demonstration in one or two parts: Relation of drawing to 
project and ends; Method of laying out for sides and ends; 
Use of crosscut saw. Emphasize position. 
Emphasize position. 

Demonstration: Pull size chart or blackboard drawing with 
completed project. 

Note: Assemble frame before sawing bottom to length or width. 
Nail on bottom; Set nails; Free planing with plane, to remove 
machine marks only. 

Points to emphasize: Sawing. Beginning the kerf, light strokes; 
Position; Difference between crosscut and ripsaw; No particu- 
lar emphasis on plane at this time; Why the grain of the wood 
of the end of boxes runs in the same direction as the sides. 

Development topics: Kinds of saws. Early hand saws, power 
saws; Cutting action of teeth of crosscut and ripsaw; Set, 
purpose; Rake, purpose. 

Group 3. Planing group. 

New Tools: Gage, bit, brace. 

Suggested problems. 

Game board (how to play) 

Cutting boards 

Corn exhibit tray 

Bird house . 

Nail box with partitions 

Finish: 

Gameboard, shellac 

Cutting board, natural 

Corn exhibit tray, asphaltum 

Bird house, paint 

Nail box, natural, shellac 

Kind of material: Pine, poplar, or other suitable wood. 

Material supplied S 2 S but of sufficient thickness to allow for 
planing to dimensions. 

NeM^ Operations: Planing to dimensions, gaging, boring. 

Demonstration: Name of material used. Method of planing true 
face. Method of planing true edge. Use of fingers as side 
guide when planing narrow edge. Method of setting gage, rule 
held in the left hand. Gaging. Planing ends, chamfering cor- 
ner. Draw lines for centers across face with pencil. Tick 
centers on pencil lines with marking gage. Boring. Method 
of re-boring to prevent breaking edge of hole. Sanding (game 
board only). 

Points to emphasize: Possibility of wind, how to test. Establish 
rule for planing. Proper position when planing that gives 
movement of the body without movement of legs where to 
place weight. Caution against tipping plane to one side in 
planing edges. Holding marking gage and gaging. 



— 10 — 

Rule for planing: 1. Plane face side. 2. Plane joint edge. 3. 
Plane to thickness. 4. Plane ends (chamfer corners) straight 
through. 5. Plane to width. 

Note: Have a board planed true so that the boys may know 
what a surface that has been planed true looks like. 

Development topics: Know how to figure a bill of lumber. Thick- 
ness X width X length (in feet); Comparison of the merits of 
the jointer, jack, smooth, and block planes for planing sur- 
faces; Early planes, wooden planes, (merits); Machine plan- 
ing, (machine marks) ; Kind of bits, twist, auger, shell, forst- 
ner, center, etc. ' 

Group 4. diiseling and spokeshave group. 

Suggestive problems: Fly trap (round). A few words to the 
class on the danger from spreading disease by flies might be 
given at this time. Foot stool, book rack, rustic artistic fern 
holder, book ends, ironing board, sled, tool carrier, tie rack, 
any problem suggested by the class that will fit into this group. 

New Operations: Use of turn or compass saw, chiseling, spoke- 
shave, upholstering if designed for same. 

Design: A short talk on design should precede the demonstra- 
tion of this group, ipreferably in a preceding period. Simple 
outline designs only should be emphasized. Definite data with 
maximum and minimum dimensions should be given. Ex- 
amples of good and poor design may be pasted on a bulletin 
board. Make clear why designs are good and why bad. Dem- 
onstrate method of laying out and cutting design on paper. 
Full size designs of foot stools, book rack, and book end. 

Kind of Material: Suit the material to the problem, its design 
and the ability of the particular boy. 

Finish: Simple, confined to staining and waxing. 

Demonstration: Have problem demonstration; bring out new 
operations; review important points on planing, demonstrate 
use of turn saw, chisel and spokesha,ve on a problem, method 
of working out two ends at same time, free-hand sketch of 
problem required. 

Development topic: Shape of plane cutter; compare amount 

of crown on cutters of jack, smooth, and jointer planes. 

Chisel: Kinds, paring, and mortising. 
Points to emphasize: Proper position when chiseling, correct 

method of holding spokeshave, correct method of holding turn 

saw, or keyhole saw. 



GRINDING AND WHETTING 

Grinding: Why necessary; various angles for grinding bevel; 

Long and short bevels, advantages and disadvantages; 

Emery grinders and grindstones compared. 

Merits: Emery cuts faster than grindstone, but more danger 
of burning tools. Grindstone cuts slower, not likely to burn 
tools if water is used. 

Whetting: Angle for whetting. Need of holding chisel properly 
to avoid rocking. Importance of holding chisel flat on the oil- 
stone when rubbing off burr on flat side of chisel. Testing for 
sharpness. 

Oilstones: Kinds; Natural: Washita, Arkansas, Turkey, etc. 
Composition: India, carborundum, emery. How made, merits. 



— 11 — 

Leather strops: Use of leather strops for final touching up of 
edge. 

Development topic: The story of carborundum: How discovered. 
Composition: hardness. How manufactured. Harnessing Ni- 
agara Falls — cheap power. Uses of carborundum, etc. 

Samples: Samples of carborundum in the rough and finished 
stages may be obtained from the manufacturers. 

Group 5. §imple box joint group. 

Suggested problems: 

Dresser box Small tool chest (simple) 

Collar box Clock case 

Glove box Saw horse 

Butterfly case Blue printing frame 

Shell case Beehives 

Step ladder (3-4 ft.) 

Designs: Bottom and cover projection, amount. Style of covers, 
rounded, square, chamfered, flush. 

New Operations: Use of the knife in laying out lines. Method 
of cutting dado and rabbet joint (or other joint). Assembling, 
gluing. Use of hand screws. 

Demonstration: Have large chart of important joints. Have 
models of each joint. Lay out, and make dado and rabbet 
joint. Have material partly prepared for demonstration. Sand- 
ing. 

Points to Emphasize: Need for accuracy in planing ends of box. 
Accurate knife lines in laying out joints. For dado and rab- 
bet joint, keep sides long. Nail through waste stock and lay 
both sides out at same time. Method of applying and adjust- 
ing hand screws. Keep stock in suitable widths and lengths 
until planed. 

Development Topics: Sand paper: Kinds: quarts, garnet, and 
carborundum; how manufactured. How grades are numbered. 
Sand paper compared to emery cloth (have samples). 

Nails: Kinds: brads, finishing, casing. How described (6d, 8d, 
lOd) how sold. Price. Have samples of nails. 

Lecture on Lumber 

Tree development: Growth, structure, cells, annual rings, density 
of spring and summer rings, age of tree from rings. The giant 
redwoods of California. 

Classification of tree: Exogens, yearly growth by rings, these trees 
furnish our lumber. 

Endogens: Growth is maintained from the inside of tree, no an- 
nual rings; palm, bamboo, cane, are examples. 

Sawing Lum.ber: Method of sawing; plain and quarter-sawing; 
quarter-sawn boards cut parallel to medularry rays. Find rays 
on cross and surface section of oak. 

Stacking Lumber: Grades, kept separate. Board graded from the 
best face. 

Seasoning: Air drying, care in piling to prevent decay, and discolor- 
ation; seasoning reduces weight, saves freight. 

Kiln Drying: Quickest and best method of drying. Various meth- 
ods. Drying increases strength of wood. Hardwood requires 
longer time to dry than soft wood. 

Warping: Caused by one side of board drying out faster than the 
other side. Heartwood side of board shrinks slower and less 
than the sap side. Quarter-sawed boards remain true owing to 
the cells on both sides of the board being equal in density and 
consequently drying out at the same rate. 



— 12 — 

Section of a tree: Pith, heartwood, sapwood, cambium layer, bark. 

medullary rays, cause of knots. 
Prices of lumber: Plain, quarter-sawed. How sold. 

A primer of forestry I and II may be had on application to the 
forestry department of agriculture, Forest Service, Washington, D. C. 

Directors and supervisors should have their names listed with the 
United States Department of Agriculture, Washington, D. C, to re- 
ceive the monthly list of bulletins published by that department. 

Group 6. Accurate edge jointing group: 

Use of dowels, groove, screws, (cleats). 

Suggested problems: Drawing board, baking board, bread board, 
(hardwood, light and dark), tabouret, checker board; prob- 
lems suggested by the class that come within this group. 

Design: Design to be in keeping with the service of the project. 
Baking and drawing boards being so designed and constructed 
that they will not warp. 

New Operations: Laying out for dowels, doweling. Tounging 
and grooving with . plane. XDlamping. 

Demonstration: Have chart showing various methods of gluing 
and joining edges together. Demonstrate making of dowel 
joint. Demonstrate use of straight edge and winding sticks. 

Points to emphasize: Accuracy in laying out centers for dowels. 
Length of dowels. Method of clamping. 
"T)evelopment topics: Screws; kind, comparison of the merits 
of steel blued and brass screws, what the number on the 
package of screws means; price, etc. Twist driving nails. Lag 
screws and bolts compared. Holding power of nails and screws 
compared. 

A sample board with samples of the various kinds of screws, 
should be made up and used for lecture and reference purposes. 

Group 6a. Hinges. 

Kind of hinges: Outside; butts, fast and loose pins; chest, ta- 
ble, screen, etc. 

Where to place hinges: Number required for strength and ap- 
pearance. 

Operations: Marking off with knife outline of hinges (butt 
hinge). Method of chiseling to depth of hinge. 

Demonstration: Have panel with samples of various styles of 
hinges. Demonstrate method of marking off and setting in 
butt hinge. 

Points to emphasize: Care in marking off hinge. Depth of hinge 
from each surface. Boring holes for screws. Screws should 
be flush with leaf or wing of hinge. 

Development topic: Merits of brass and iron hinges compared. 
Effect of moisture, why hinges are japanned. Ball bearing 
hinges, invisible hinges. How hinges are sold (pair) price, 
size, etc. 

Sample board: A sample board of the various kinds of hinges 
should be gotten up and hung in the wood working room. 



— 13 — 

Group 7. Cross lap joint gi'oup. 

Tools: General review of tools already used. 

Suggested problems: 

Costumer Floor lamp 
Serving tray Corn drier 
Pedestal Drawing table 
Saw buck Coffee pot stand 
Weaving frame Cross lap frame screwed to three- 
Jumping standards ply or solid base for serving 
Electric light stand tray 

Operations: Laying out with knife. Sawing accurately to knife 

lines. Chiseling. 
Material: Should be in keeping with the purpose and design of 

the problem. 
Design element: General statement relative to the plan and the 

conditions that govern design of problem. 
Demonstration: Lay out joint (by measurement). Cut out 

joint. Illustrate laying out by superposition. 
Points to emphasize: Need for accuracy in laying out joint. 

Emphasize the use of knife in laying out lines. Stock should 

be square and parallel in width. Method of gaging depth of 

joint. 
Development topics: Gouges: Kinds, inside, outside, and short 

bend. Regular, middle, and flat sweep. 

Woods: A study of the common woods, their characteristics and 
principal uses should begin not later than at this point in the 
course. The plan should be to have pupils compare the character- - 
Istics and properties of a new wood with one which they are already 
familiar with. Logs about 24" long and so cut that there will be a 
cross section, a radical section, and a tangent section shown will be 
found most helpful for illustration work. 

Oroup 8. Irregular surface group. 

New tools: Outside, and short bend gouge, router, templates. 

Suggested problems: 

Canoe paddle Single tree 

Picture frame (ellipse) Clothes stick 

Pish plank Model boat 

. Hand mirror frame Xllrumb set 

Operations: Gouging or spokeshaving irregular surfaces. 
Material: Suited to the purpose of the problem. In the case of 

the fish plank white oak will be found suitable. 
Design element: This should be subordinated to its particular 

purpose or service. 
Demonstration: The use of the gouges or other necessary tools 

should be demonstrated in the completion or part completion 

of a problem. 
Points to emphasize: Method of holding outside and bent 

gouges. Symmetrical outline. Smooth surface from tools be- 
fore sanding. 
Development topics: Kind of metal edge tools are made from. 

Kinds of steel; difference between steel and iron. Effect of 

tempering. 



— 14 — 

The story of lumbering: Stereopticon slides of this subject are 
loaned by the United States Department of Agriculture, Forest 
Service, on condition that transportation expenses and break- 
ages are paid by the borrower. Boys would be interested in 
reading "The Blazed Trail" by White. 

Slides and films on industrial subjects may be borrowed by 
schools without expense from the Extension Division of the Uni- 
versity of Wisconsin. Borrowers pay transportation charges and as- 
sume risk for breakage. 

Group 9. Mortise and tenon group. 

Suggested problems: Footstool, umbrella rack, picture frame, 
window screen, porch swing, window fern box (with legs) zinc 
lined. Double bottom may be provided with sponges and cor- 
ner filler for water. 

Operations: Boring, piethod, chiseling, method, sawing or chisel- 
ing tenon. 

Material: Suited to the p^l^pose of the projects. 

Design element: This should be suited to the problem and the 
ability of the individual. 

Demonstration: Lay out and demonstrate making of mortise and 
tenon joint. Compare mortise and tenon with doweling. 

Points to emphasize: Method of laying out, size of shoulder, 
length of tenon, thickness of tenon, boring and chiseling, cut 
mortise first. Pupils make practice joint before beginning 
problem. 

Note: It is well to see that the boy selects a problem that is 
within his capabilities. 

Development topics: A comparison of the holding power of dow- 
els and mortise and tenon joints may be taken up with the 
class. Making doors in a factory. Machine made and hand 
made joints. 



ADVANCED WOODWORK FOR INDUSTRIAL AND 
HIGH SCHOOLS 

In beginning the woodwork in the high school, it may be a' good 
plan to review the work given in the latter part of the eighth grade. 
This review should be made vital and a contrast drawn between 
the work of the grades and the larger demands of the high school 
work. 

The course nxay be istarted with the mortise and tenon joint. A 
practice joint with two rails and with the tenons meeting in the 
post necessitating the mitering of the tenons should be made. 

In order to encourage the pupil to do his best, it is a good plan 
to suggest that if one good mortise and tenon joint of the problem 
is made by hand, the remaining mortises and tenons will be allowed 
to be finished on the machines. This plan is usually effective in 
producing a first-class joint that is worth more than any number 
of poorly made ones. 



— 15 — 

Conserving the time of the class: By the use of machines much 
of the heavy monotonous repeat work is eliminated. The pupil is 
capable of accomplishing more in less time, thereby gaining a wider 
range of experience and knowledge proportionally. To be trained 
in industrial methods on machines and to have had that training 
under a capable teacher is a valuable experience. 

Use of machines: Before a pupil is allowed to use any machines, 
it is essential that the machine be properly guarded. No pupil 
should be permitted to use a machine before having a thorough 
understanding of the use of the attachments and the proper position 
while working at a machine. The danger from poor technic should 
be emphasized. A mat made from rubber or asphalt roofing ma- 
terial should be placed in front of all machines for pupils to stand 
on when operating machines. 



DONT'S FOR PUPILS AT MACHINES 

Don't take a chance with a machine. 

Don't try to hurry because someone is waiting. 

Don't talk to anyone while working on a machine. 

Don't do anything your teacher has asked you not to do. 

Don't stand on cuttings while working on a machine. 

Don't start up a machine and begin to figure. 

Don't forget to use a "push stick" when sawing narrow pieces on 
a ripsaw. 

Don't lower or raise a saw table to an angle before fastening the 
guides on the saw table. 

Don't raise the guide post of a band saw after starting the ma- 
chine. 

Don't forget to shut off a machine when oiling it. 

Don't fail to tell your teacher if a machine is broken or out of 
order. 

Don't try to balance yourself on one foot when working on a 
machine. 

Don't run a short piece of stock across a jointer without a push 
block. 



BEGINNING ADVANCED WORK— SELECTION OF 
MATERIAL 

Before beginning the work of making a project, a lecture 
on the selection of material should be given. Emphasis should 
be placed on the saving of stock, the method of planing stock, that 
is afterwards cut into shorter pieces, should also be brought out. 



— 16 — 

When practical, all material for the problem should be gotten out 
at one time. 

First Problem 

For the first problem made on the machine, it is suggested that 
it should be of the skeleton type without panel or door construction. 
A problem of this nature will give the pupils simple duplicate prac- 
tice work and will familiarize them with the machines before at- 
tempting anything more advanced or complicated. 

Fumitiire Parts 

The different parts of a piece of furniture such as rails, styles, 
panels, etc., should be made known to the class and they should al- 
ways be called by their proper names. 

Industrial Methods 

The factory method in getting out stock on the machines should 
be followed as far as machines and equipment will permit. 

Suggested skeleton problems: Stool, telephone table, manual 
training bench, piano bench, fern or flower stand for window 
(with legs), draft screen, plain table, umbrella stand; sugges- 
tions from pupils. 

Tools: Any tools required for the work. 

Operations: Gluing up leg material if over 2" square. Cutting 
mortises by hand or machine. Cutting tenons by hand or on 
machines. Assembling. 

Material: Any material that is in keeping with the use and de- 
sign of the project. 

Design: Emphasis should be placed on good spacing and good 
construction. 

Demonstration: Demonstrate the proper method of matching 
and gluing up legs and the proper method of applying hand 
screws. 

Points to emphasize: Do not glue up stock in a draft. Proper 
condition of glue. Importance of working rapidly. Time for 
glue to dry. That the joints of the legs when assembled all 
face in the same directions. 



LECTURE ON GLUE 

Kinds: Hide; vegetable; cold. Merits of each and where used. 

Preparation: Soak flake glue in plenty of cold water in a cool 
place for three or four hours, pour off the surplus water that 
the glue has not soaked up and place glue in heater. 

Temperature of glue about 145° F. 

Kinds of heater: Electric: (usually copper, brass, or aluminum 
kettle.) Steam, gas or oil. 

Glue that has been reheated loses its strength with each reheat- 
ing. Glue that smells sour should not be used. Thin glue 
with clean hot water. Heat wood if cold. 



— 17 — 

Second or third problem. 

In this advanced group, either panel drawer or door construction 
or a combination of these should be considered. Three-ply panel 
stock should be used when practicable. 



LECTURE ON TABI.E OR DRESSER IiEG CONSTRUCTION 

Shape or leg: Straight, curved, tapered, turned. 

Construction: Solid, built up, veneered. 
Points to consider: 

Solid leg: Quicker, no gluing; no joints to show; danger of 
checking from drying. If over 2" square, leg should be built 
up. 

Checking: Heavy stock is not usually properly dried; as a re- 
sult, it checks readily. 

The quarter-sawed effect can be obtained on two sides only. 

Built up leg: Built up or veneered leg may cost more. Veneered 
or built up leg may have quarter-sawed face on all four sides. 
Built up leg is not likely to check. 

Sketches: Illustrate the various joints and methods used in 
building up legs. 



LECTURES ON INLAY WORK 

Historical: A few minutes' talk on the inlay work as practiced 
in some of the eastern countries in ancient and modern times. 
Ancient inlay materials gold, silver, mother-of-pearl, ivory, 
bronze, wood, etc. 

Inlay: Inlay is the setting in of some wood or other material, 
in contrast to the solid material. Sometimes filler is used in 
place of wood for a narrow surface to give inlay effect. 

Marquetry: Marquetry is the practice of cutting thin veneer into 
pieces in contrast to each other, but unlike inlay are glued on 
the surface rather than set into the solid wood. 

Parquetry: Parquetry is a kind of mosaic of wood used in floor- 
ing. It is usually cut in geometrical forms and laid edge to 
edge. Sometimes it is solid and sometimes it is in veneer 
about V4," in thickness. 

Depth of Inlay: Generally inlay material is not any heavier than 
1/16" in thickness. 

Cutting Marquetry Patterns: Marquetry patterns are usually 
cut with a very fine jig or fret saw from a pattern. 

Designs: Inlay: Inlay should be kept in harmony with the de- 
sign of the object. Very often simple narrow contrast line 
design will relieve the monotony of a surface. Inlay of vari- 
ous designs may be purchased glued up ready, to inlay. 



— 18 — 

Cutting groove for inlay: When possible, this should be done 
on the saw, using the crosscut saw for both crosscut and 
ripping of the groove. The corners may require to be finished 
by hand. It is a good plan to have a special cutter about %" 
wide and a groove filed in the center leaving a cutter on each 
side for use in a marking gage when cutting groove by hand. 

Staining: If staining over inlay, it will be necessary to coat the 
inlay with a thin coat of white shellac to be rubbed off after 
staining and filling. 



DEMONSTRATION ON ASSEMBLING A PROBLEM 

Gluing up one side at a time. Importance of each part being 
square. Sanding of certain parts before gluing. Avoid get- 
ting too much glue in the joint. Method of testing diagonally 
across the corners for squareness when assembling frames of 
tables or stools. Method of removing surplus glue from joints 
when hard. Use of dowels or nails where not seen, to give ad- 
ditional strength to joints. Importance of having everything 
ready for rapid work when assembling. 



LECTURE ON DESIGN 

Two or three lectures on design should be given, embracing the 
following: 

Obtaining definite dimensions. 

Good proportion. 

Horizontal and vertical spacing. 

Method of designing a dresser or buffet. 

Use of ornament. 

Carving, inlay. 

Finish. 

Gluing Tip Table or Buffet Tops 
Lecture and Demonstration 

Proper selection of niateriails: This should be carefully selected 
with regard to grain and size of fiakes, if quartered. A top gen- 
erally should never be less than %" in thickness and if glued up 
solid, it is better not to exceed l^i," in thickness. 

Matching: This should be done with some regard to keeping the 
large flake or figure in the center of the top and the smaller flake 
running out toward the edges. 

Width of pieces: It is often desirable for the appearance and to 
help in the reduction of warping, where the top is made of plain 
stock, not to have the pieces too wide. 



— 19 — 

Warping: Warping of a table top is likely to happen if the under 
side is not so treated that the action of the pores of the wood 
are stopped, or if not properly held in place. 

Joints: A dowel joint is perhaps the most suitable for school work. 
The dowels should be about l^^" to 2" long in each side of the 
joint and should not be further than about IVz" from the finished 
end. Joints should be about 1/64" in 40" hollow in length be- 
fore gluing. It is sometimes advisable to give the end wood a 
coat of shellac to protect joints from opening up. 

Sketches: Illustrate the various joints used in commercial practice 
in gluing up tops. Sketch methods of building up heavy tops. 

Dowels: Method of laying off for dowels. Have samples of various 
kinds of dowels. Method of gluing dowels. Number required 
on each joint. 

Clamping: Method of clamping up top when gluing. The use of 
cross cleats clamped on the ends with handscrews to prevent 
bending while clamping. Special tressel clamps. 

Attachments for jointers: Most jointers (machine) now are equip- 
ped with an adjustment that permits of planing the edge of 
boards hollow in length. 

Demonstration: Demonstrate the matching and making of a dowel 
joint on a table top. 

Fastening Down Table Tops 

liCCture and Demonstration 

Projection: Amount of projection on front and ends. Ends usu- 
ally will permit of more projection than front or back. 
Method of Fastening Tops: By means of screws through the rails. 
By the use of plates set in the tails and screws through the plates 
into the top. 

By the use of angle irons on inside. Not entirely desirable. 
By screws through strips glued and screwed along the top 
edge in the inside of the rail. 

By means of screws through buttons or blocks that fit into 
grooves near the top of the inside of the rail. 

Screw holes in strips, rails, and buttons should be slightly 
larger to allow for expansion and contraction. 

Liectnre and Demonstration on Paneling 

Paneling: This is advisable in a large surface where there is likely 
to be action in the form of shrinking or swelling of wood which 
is caused by changes of the atmosphere. Paneling, by reason of 
breaking a large surface into smaller ones, takes care of this ac- 
tion by allowing for the shrinking and swelling in the grooves, 
where it does no harm to the structure. 

Stability and lightness: The stability of a piece of work is in- 



— 20 — 

creased and at the same time the weight is reduced by employing 
light panel work. 

Design of Panel: The length and width of a panel must be gov- 
erned by the element of design and strength. 

Finishing J*anels: Panels should be sanded and finished before 
cutting the groove to receive them. 

Groove for panels: The groove for panel should run round all four 
sides of panel. 

Sketches and discussions: Sketches of the various methods of pan- 
eling and a discussion of the merits of each method should be 
given. 

Demonstration: A demonstration of the method of making a 
groove for a panel should be given. 

Liecture on Veneering 

Veneering: Veneering is done quite extensively. In most cases, the 
work looks more handsome than if solid stock were used. It is 
often stronger and is the more desirable construction for some 
classes of work. It is sometimes cheaper, and it is sometimes 
more expensive. This depends on the method of veneering and 
the kind of core. Veneer enables the more common use of rare and 
valuable woods for furniture than would be possible if solid 
stock were used. Both sides of a board should be veneered. 

Cross banding: In some cases, cross banding is laid under the ve- 
neer. This reduces and takes up the action of the core. This, 
together with veneer on both sides, makes a rigid piece of work 
that is not likely to warp or get out of shape. 

Thickness of Veneer: Veneer is cut as thin as 1/28" in thickness. 
It is kept together as it is cut from the leg and is not mixed up 
with other stocks as is the case with boards. The best logs only 
are cut into veneer. 

I/ecture and Demonstration on Drawer Construction 

Clearance or play on side of drawer : One sixty-fourth to one thirty- 
second of an inch play on each side of a drawer is suflB:cient 
clearance. Too much clearance or play on the sides of a drawer 
will cause it to bind. Paraffine or bayberry wax applied to the 
runners and guides helps the drawer to run freely. 

Kind of joints: Make sketches and have models of the various 
joints used in drawer construction. A discussion of the merits 
of each joint should be given. 

Front: The front of a drawer may be any thickness from %" to 1" 
in thickness for most drawer work. In the case of small light 
drawers, however, it may be less than %". When fitted, the 
front of the drawer should be about 1/16" below the flush of the 
surface when closed. 



— 21 — 

Sides and back: The sides and back of a drawer may be of the 
same or other material than the front. In good cabinet work, 
however, the sides, back, and front are made from the same ma- 
terial. The thickness of sides and back is usually less than the 
front. One-half inch is sufficiently heavy for most work. 

Ek)ttoni of drawer: It is a good plan to make the bottom out of 
three-ply panel stock the top side of which is of the same mate- 
rial as the sides of the drawer. The bottom should be glued in 
iront only. 

Friction strips: Friction strips may be set in or glued to the sides 
of the drawer to eliminate the friction of rubbing on the whole 
surface of the side. Make sketches. 

Fitting drawer: Drawers should be fitted before fastening down 
the top. 

Inside of drawers: When finished, drawers should receive a couple 
of coats of shellac on the inside to keep them clean. 

Hardware: Hardware should be fitted and removed before stain- 
ing. 

Drawer stops: Drawer stops may be of dowels or strips placed in 
front rail or at back of drawer. 

Des'gn of drawer: Heavy drawers are usually found near or at the 
bottom of a dresser or cabinet. This gives the effect of weight 
or balance. 

Period Furniture 

Historical: In the early days, furniture followed closely the archi- 
tecture of the period and developed according to the civilization, 
refinment, and skill of the people. 

Egyptian relics of furniture preserved owing to the peculiar 
climate of Egypt. 

Early furniture made of wood, bronze, and stone. 
Principal woods used: cedar, sycamore, and some varieties 
ef palm. 

Period styles: Period furniture was usually given the name of the 
sovereign under whose reign the style was developed or the name 
of the designer. We have Louis XIII, Louis XIV, Louis XV, and 
X;)hippendale, Happlewhite and Shearston periods. 

Colonial periods: This came as an outgrowth of the furniture 
brought over from the mother countries when America was first 
colonized. It was closely related to Chippendale, Shearston, and 
other -styles. 

Mission styles: During the past few years, a style called mission 
has been developed in the United States. It has been suggested 
by the furniture found in the Old Spanish Missions of California. 
It is entirely straight line. It was at first extremely heavy and 
clumsy, but has now been lightened and greatly improved. Oak 
is the principal wood used and the color or finish is usually dark. 
Work similar to the' Mission style is being produced in England, 
Oermany, and Austria under the names of New Arts, Craftsman, 
Arts and X^rafts. 



— 22 



WOOD FINISHING 

Very often, because of the lack of time, or the desire to get the- 
finish on, a piece of work that may have taken many weeks to con- 
struct will be rushed through and slighted in the final sanding and 
rubbing down process. No matter how much care is taken in the 
staining and finishing process, it can never hide work that has been 
slighted in scraping and sanding. On the contrary, the staining and 
finishing process will magnify poor workmanship in scraping and 
sanding, by bringing out more clearly marks on the surface that 
have not been revealed in the earlier process. Scraper marks and any 
scratches from sanding that have been made across the grain will 
show very clearly. It is also true that the brighter the finish, the 
more clearly marks will stand out. Marks that can hardly be seen 
during the process of sanding stand out iii relief, when the wood is- 
given a simple oil and wax finish. It is a good plan, therefore, after 
the work has been sanded, to inspect it closely for such defects. 

The first step in the finishing state is the careful planing of all parts 
by hand. Very often, it is thought that the marks from machine plan- 
ing can be easily scraped or rubbed out by sanding. This is possible,, 
and is always done if a belt or machine sander is used, but if the 
sanding is to be done by hand, such marks cannot be rubbed out. The 
mistake of thinking that they can be eradicated by the process of 
hand sanding is a common one, and is not realized until after the 
work has been stained. 

The surface of the wood prepared for staining should be free from 
oil, grease, or glue. It should be well dusted before staining. This. 
latter operation is most important, if a good finish, is to be obtained. 
It is one, however, that is very often slighted, and indeed, sometimes- 
neglected altogether; such neglect leads to a cloudy or muddy finish 
that is very often attributed to the stain. 

Generally analine oil stains will be found to give satisfaction for 
school work. Oil stains should be given a coat of shellac before ap- 
plying varnish. 

All shellaced surfaces should be rubbed down with fine sand paper- 
before further application is given. 

Filler should be allowed at least twenty-four hours to harden. 

A surface should be thoroughly dry and clean before receiving fur- 
ther applications. 

The room where the finishing is done should have a tempera,ture of 
70° and be free from dust. 



-23— 



LIST OF AGRICULTURAL PROBLEMS 



Tool chest 

Hammer handle 

Miter box 

Nail box 

Sawhorse 

Work bench 

Sawbuck 

Bench hook 

Stepladder 

Milk stool 

Neck yoke 

Wiffletree 

Wagon jack 

Three horse evener 

Wash bench 

Wheelbarrow 

Clothes stick 

Clothes rack 

Farmer's level or plumb 

Concrete forms 

ISeehive 



Seed testing box 
Bird house 
Chicken coop 
Chicken feed box 
Trap nest 
Egg tester 
Corn rack 
Corn dryer 
Gate 

Sheep feeding trough 
Cattle rack 
Wagon box 
Hayrack 
Hog rack 
Dog house 
Portable hog house 
Road drag 
Tree pruner 

Table for milk tester or other pur- 
pose 
Hothouse 
Sack holder 



Tops 



AVERAGE SIZE OF FURNITURE 

Writing Tables 

Width 
3 ft. 2 in. 
3 ft. 4 in. 
3 ft. 6 in. 



Height from floor to top 2 ft. 6 in. 



Toilet Tables 



'Tops 



Width 
ft. 8 in. 
ft. 10 in. 
ft. 2 in. 
ft. 4 in. 
ft. 6 in. 



Height from floor to top 2 ft. 6 in. 



Depth 

1 ft. 9 in. 
1 ft. 10 in. 
1 ft. 11 in. 



Depth 
ft. 
ft. 
ft. 
ft. 



ft. 10 in 



Tops 



Width 
ft. 

ft. 2 in. 
ft. 4 in. 
ft. 9 in. 
ft. 



Side Tables 



Height from floor to top 3 ft. 



Depth 





7 in 




8 in 




10 in 




10 in 




10 in 



— 24 — 



Dining Chairs 

Width 1 ft. 6 in. to 1 ft. 7 in. (front of seat) 
Depth 1 ft. 5^^ in. (including back) 
Height of seat 1 ft. 6 in. 

Dre.ssers 

Tops Width Depth 

3 ft. 6 in. 1 ft. 10 in. 
: .'t. 9 in. 1 ft. 10 in. 

4 ft. 1 ft. 11 in. 
4 ft. 6 in. 2 ft. 1 in. 

Music Bench 

Top 1 ft. 5 in. by 3 ft. 2 in. (seats two players) 
Height from floor to top of seat 1 ft. 8 in. 

Hall Seats 

Length 3 ft. 6 in. to 6 ft. 
Height of seat 1 ft. 6 in. 
Depth of seat from 1 ft. 6 in. to 1 ft. 8 in. 



MECHANICAL DRAWING 

Drawing should be given with the idea in mind of developing: 
visualization on the part of the pupil. This development cannot be 
obtained by the copying of some drawing no matter how intricate 
the drawing may be. Mere copying leads to superficial knowl- 
edge and mechanical skill instead of developing visualization, orig- 
inality, and self-reliance. 

Freehand sketching in the upper grades and especially in the 
high school might well receive more consideration. The principles 
of drawing can be taught well and quickly by means of sketching. 
It is also this type of drawing that is most demanded from the 
pupil when he leaves school. 

Drawing in the Grades 

Drawing in the seventh and eighth grades, because of the short 
period allowed for manual training work, cannot be given to any 
great extent as such. It should be sufficient, however, for the pupil 
to see the relation between the drawing and the project he is naak- 
ing. Freehand sketching on i/4" coordinate paper will be found, 
perhaps, to be the best and easiest for the pupil to develop this 
phase of the work. This sketching on the part of the class should 
consist largely of sketching the projects that they will make in 



— 25 — 

their woodwork, beginning with a simple rectangular object, such 
as a cutting board or plant stand as in group I of the woodwork. 

Drawing In the High School 

The work of the high school drawing may begin with freehand 
work on Vs" coordinate paper. This freehand sketching may be 
given for the first half of the freshman year, finishing up with free- 
hand perspective (on coordinate paper). Freehand drawing should 
be made the means of rapid development of visualization on the 
part of the pupils at this stage of the work. 

A freehand lettering sheet, (preferably about 3" x 5") should be 
carried along with the freehand work. This should be done on 
plain paper ruled for about 3/16 letters. It should have but three 
or four lines for lettering, or sufficient for one assignment of fifteen 
minutes each day. The lettering may be upright gothic or inclined. 
If inclined, it might be well to practice upright lettering until some 
knowledge of lettering is obtained, and then to proceed with in- 
clined lettering and then lower case work. This method of letter- 
ing is generally conceded to give the best results. 

No ink work should be given in the first year except in lettering 
work where this practice may be taken up after some degree of 
skill has been obtained with pencil work. 

The second half of the freshman year may be devoted to the me- 
chanical side of the subject, if sufficient progress has. been made 
with the freehand work. Inasmuch as all the principles of drawing 
have already been taught in the freehand work, the progress of 
this work with the instruments will be rapid. 

The type of problem for the beginning freehand work should be 
preferably some project that the pupil will be likely to make or 
come in contact with; boxes, stools, tabourets, tables, etc., offer 
good problems in their respective places. 

Second Year 

Geometrical problems: one or two plates (not more) of geomet- 
rical problems closely related to the shop work may be given. This 
can be followed by detail and assembly drawings of some small ma- 
chines such as lathes, grinders, small jointers, etc., and this work 
followed up with a few plates of cabinet and isometric drawing, 
followed by development work. Schools located in agricultural dis- 
tricts may give architectural drafting with emphasis on framing 
and farm buildings with modern sewage disposal facilities. 

Schools offering a four year course in manual arts should offer 
machine drawing and design and a course in architectural drafting 
in the third year. Students should become familiar with all phases 
of the industrial work offered before the end of the junior year. 
The fourth year should be one of specialization in which the stu- 
dent takes up the work that will be expected to prove the most val- 
uable to him after leaving school. 



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